## Schedules, When and Where?

### Wesley May

#### Description

Students make and keep a daily schedule for a week. They discover elapsed time and calendar time frames.

#### Objectives

The student uses schedules, calendars, and elapsed time to solve real-world problems.

#### Materials

-Pencils
-Daily schedule, five copies per student (See sample in Associated File)
-Class calendar posted in room
-Classroom clock
-Folder or cover paper for schedules

#### Preparations

1. Make sure classroom clock is visible to students.
2. Make sure there are enough copies of the daily schedule (See sample in Associated File) so every student can have one daily schedule for each day you choose to participate in this activity.
3. Have a classroom calendar posted so all the students can see it.
4. You may choose to copy the rubric (See Associated File) for each student to have so they can keep track and monitor their schedules.
5. You need a copy of your weekly class schedule. The students need to copy this schedule on their schedules, so you may choose to make a transparency of it or write it on the board.
6. For sample assessment questions for schedules, calendars and elapsed time, see the associated file.

#### Procedures

1. Surprise the students by telling them to do something out of the ordinary at the start of this lesson. You may tell them to pack up to go home, or line up for lunch. Tell them to do something that is out of the ordinary for that time of the scheduled day. As they look confused and disoriented ask them, “What’s wrong?” Begin to ask questions that lead up to the discovery of a schedule or some kind of time management piece.

2. Give the students the definitions for the following vocabulary:
a. Schedules
b. Calendars
c. Elapsed Time

3. Give examples of a schedule, calendar, and elapsed time.
a. We keep a schedule at school every day. We have a certain time we go to lunch and we keep that time and arrive on time every day so we do not get behind and mess up other class schedules.
b. The calendar helps us to keep track of larger pieces of time. We use the calendar to keep track of our birthdays and holidays.
c. Elapsed time is the amount of time it takes to do something. Ex. We leave for P.E. at 10:00 a.m. and arrive at P.E. at 10:07 a.m. How much time did it take to get to P.E.? That is the elapsed time.

4. Have the students create a schedule book for the week. A sample schedule is attached that can be copied and put into book or folder form, etc. At this time share the rubric with the students. (See Associated File) Explain all the different items you will be looking for at the end of the week. (Add any items to the rubric if you require it from the students.)

5. Have the students put in the school day schedule. This will look the same for all students with little exception - except for those with slightly different schedules. Tell students that they also need to write in their schedules two things they do after school. This is written in the rubric.

6. Go over the calendar and how it is set up and organized. Have the students find two events on the calendar that they know. Tell them they will share this event and its meaning with you. This could be a birthday, holiday school break, etc. Discuss with the students how long a month is and try to get a feel of what time is to them. This could be brought into a center or used in small groups. This will be assessed by the teacher asking questions and observing the students as they find their particular two dates on the calendar.

#### Assessments

1. The students are formatively assessed throughout the week with verbal tests given by the teacher. The test questions come from the schedules the students have been keeping all week.
2. The students' calendar skills are formatively assessed by the teacher asking questions about the calendar throughout the week. (See Associated File)
3. The students' schedules are summativly assessed at the end of the week by using the rubric. (See Associated File)